Australian Journal of Adult Learning - Volume 64 - Number 1 - April 2024 - Advising senior management leaders on the doctoral research journey by applying traditional adult learning practices for industry contexts

Oct 15, 2026

Uploaded by Elsa

Advising senior management leaders in the doctoral research journey through traditional adult learning practices tailored to industry contexts. The article emphasises PhD research education for senior adults, shaped by their motivation, extensive experiential knowledge, and the need for approaches distinct from mainstream PhD supervision. It highlights learner-centred customisation, practical application of research outcomes, workplace relevance, and a conceptual framework informed by adult learning processes and liberal adult education. Profiles of doctoral learners are also described.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Advising senior management leaders and the doctoral research journey

Key features of a practical advising approach

Antecedents and conceptual background

Profiles of doctoral research students

Australian Journal of Adult Learning Volume 64, Number 1, April 2024 Advising senior management leaders on the doctoral research journey by applying traditional adult learning practices for industry contexts Barry Elsey University of Adelaide Many years of lived experience supervising PhDs and other researchEased higher degrees provides the contextual EacNground to reÀections on practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a dĭerent approach from supervising mainstream PhD students. Much that was learned advising them was readily transferred to younger PhD students􀀏 to con¿rm the validity of approach. The research education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important dĭerence􀀏 however􀀏 was more emphasis on practical application of research outcomes. This key dĭerence will be explored further. Attention is focused on the key features of a practical approach to advising such adult learners with strong industry backgrounds. It was very much a learner-centred, customised approach focused on what Advising senior management leaders on the doctoral research journey by applying traditional adult 127 learning practices for industry contexts they wanted to know and their explanatory rationale. In addition to being academic scholarship it was also about how new knowledge was to be applied in workplace and industry settings. The antecedents of my approach to advising senior-level adult learners are also explained as conceptual background. My approach was informed by ideas about the adult learning process rather than as a subject discipline specialist. A background in liberal adult education shaped my practices advising doctoral researchers. The agreeable metaphor was to approach the PhD research process like going on a mutual and shared learning journey. Keywords: senior management level research education, adult continuing education, adult learning theory, higher research degrees, the doctoral research learning journey Introduction Many years of lived experience supervising PhDs and other researchEDVHG KLJKHU GHJUHHV SURYLGHV WKH FRQWH[WXDO EDFNJURXQG WR UHÀHFWLRQVon practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a different approach from supervising mainstream PhD students. Much of what was learned while advising them was easily transferred to younger 3K' VWXGHQWV􀀏 FRQ¿UPLQJ WKH YDOLGLW\ RI WKH DSSURDFK􀀑 7KH UHVHDUFK education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important difference, however, was more emphasis on the practical application of research outcomes. This key difference will be explored further. Attention is directed towards the key features of a practical approach to advising adult learners with strong industry backgrounds. It was fundamentally learner-centred and customised, focusing on their inquiries and explanatory rationale. Beyond academic scholarship, it also emphasised the application of new knowledge in workplace and 128 Barry Elsey industry settings. The antecedents of my approach to advising senior-level adult learners are also elucidated as conceptual background. Informed by ideas DERXW WKH DGXOW OHDUQLQJ SURFHVV UDWKHU WKDQ VSHFL¿F VXEMHFW GLVFLSOLQH expertise,

FAQs

What distinguishes advising senior management adult learners in PhD programs from supervising mainstream PhD students?

The approach needed to differ because senior leaders bring different motivations and extensive practical experience, requiring a tailored supervision style rather than a standard mainstream PhD approach.

How does the article define a practical approach to advising adult doctoral learners?

It is learner-centred and customised, focusing on the learners’ inquiries and explanatory rationale, while also emphasising how new knowledge can be applied in workplace and industry settings.

What role does practical application of research outcomes play in this doctoral research education experience?

A key difference is greater emphasis on practical application, extending the boundaries of knowledge while ensuring outcomes are usable in professional and organisational contexts.

Oct 15, 2026

Uploaded by Elsa